- 答语言
- 符号语言
- symbolic: adj. 记号的，符号的；象征的。
- language: n. 1.语言；(某民族，某国的)国语；语调，措词。 2 ...
- lss language for symbolic simulation: 符号模拟语言
- original symbolic language: 原始符号语言
- string oriented symbolic language: snobol语言
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symbolic language中文什么意思
- 答语言
- 符号语言
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例句与用法
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- To prepare a machine - language program from a symbolic language program by substituting absolute operation codes for symbolic operation codes and in absolute or relocatable addresses for symbolic addresses
从符号语言程序产生一个机器语言程序,就是用绝对操作码代换符号操作码,用绝对地址或浮动地址代换符号地址。 - To prepare a machine - language program from a symbolic language program by substituting absolute operation codes for symbolic operation codes and in absolute or relocatable addresses for symbolic addresses
从符号语言程序产生一个机器语言程序，就是用绝对操作码代换符号操作码，用绝对地址或浮动地址代换符号地址。 - Combining my analyzing and others " advanced experience , i have given advice about teaching reform : l . to build the constructure of the symbolic language with the aid of this theoretic frame of expression - content
结合对问题的分析并借鉴他人的先进经验，提出了改进教学的建议： 1 、借助“表示?联系”这个理论框架对符号语言意义进行建构。 - Dealing with inner experiences , the vajrayana texts use a highly symbolic language that aims at helping the followers of its disciplines to evoke within themselves experiences considered to be the most valuable available to man
金刚乘涉及内在的体验，它的文献使用高度的象征性语言，目的是帮助追随者以它的纪律去唤起他们本身的内在体验，被认为对人类是最有价值的。 - According to the constituting of mathematics language ability , and the level of structure , and expressing differently , the mathematics language can be divided into the mathematics language identifying barrier , the comprehending barrier , transforming barrier , structuring barrier , organizing and expressing barrier etc . through the test and survey of students , and the interview to teachers in wuhan , xiantao and xiaogan , we have understand that the senior high school students are not good at exploring hidden factor of symbolic language and solving a mathematics problem by image , and mathematics language expression barrier is outstanding , and the transforming barrier in solid geometry is prominent
根据数学语言能力的组成成分，按照层次、表现的不同，可分为数学语言识别障碍、理解障碍、转译(或转换)障碍、构造障碍、组织、表达障碍等。针对这些问题，分析成因。通过对湖北省武汉、仙桃、孝感等地部分学生的测试、调查和教师的访谈，了解到高中生数学语言学习方面存在不善于发掘符号语言的隐含条件，不善于利用图式解题，数学语言表达障碍突出，立体几何中数学语言的转换障碍等问题。